Professor Questions: Grand Conversation
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic? TH: Reading instruction is being defined by change. New forms of information and technologies (Internet, text messaging, Instant messaging, etc) are generating new literacies. Traditional definitions of reading instruction are insufficient. The Internet has entered our classrooms faster than books, television, computers, the telephone, or any other technology for information and communication. The Internet will be the vehicle for a host of new technologies that will continue to enter the classroom. New literacies are changing quickly. New literacies build on previous literacies, require new forms of strategic knowledge, and involve more critical reading of information. VI-S: Change is happening. More students are very comfortable with using newer technologies. They can be very useful in the classroom but should be used to support instead of take the place. Some teachers find change very difficult but it is essential to help keep our students prepared. AW: New literacies, like the Internet, e-mail, Web based programs, etc., are changing the way we teach and learn. Critical literacy is being promoted as we prepare students for careers that have not been created or invented yet. It's strange to think what might be obsolete. It's important to understand where you came from and more important to know where you are going. Change will be difficult, but needs to be embraced. MC: New technology, new methods, new and faster ways of learning and doing things is happening almost daily. Technology has made things possible in our classrooms and has opened the minds of our students in ways we only use to dream about. Reading instruction is being affected by that change, but as teachers we must learn to also be positively affected by that change. We must also keep up with the changes that are taking place.
2. Evaluate your comfort zone with 5 being really comfortable with the new literacies (technologies) which are available today. TH: I would say that I am probably a 3 on the comfort zone. I welcome new technologies, but unless I receive training and have an opportunity to "play" with it, I don't feel comfortable allowing the students to use it. VI-S: I would say my comfort level is pretty high (a 4?). My own children use texting, computers, etc. so I feel it is important to keep up to date with what they are using. In my district technology is rated a pretty high importance. Our students are expected to use the computer lab, we have smartboards in the classroom, and we have a traveling classroom set of apple laptops. AW: I feel like I am a 3. Our school doesn't really have the money to embrace new technologies. In my personal life, I am a 4 or 5 easily. I don't mind learning through new technologies, but teaching them is a whole new thought that I am not as comfortable with. If our school had the means to teach with newer technologies, then I might be more inclined to feel more comfortable. MC: Can I say 3.5? I am pretty comfortable with it in my own life, and I have brought a lot into the classroom. However, I don't have a smartboard in my own classroom (as much as I want one!) yet, but I have used the "projector set up" in the media center to show internet clips or walk kids through web quests. I have also helped several of the "old school" teachers set up a power point for one of our anchor novels. I'd love to do more with it, but as big as our district is our school is not one that has received the "complete upgrade" yet. I'm hoping that is soon to come since we just got a new principal.
3. Plan ways to incorporate new literacies into your classroom curriculum. What do you need to have to incorporate them? Where are you going for expertise? TH: I allow my students to research topics on the internet, with some limitations. The kids know way more than I do about how to use various applications because we have an awesome computer teacher in our building. We are receiving an update to our English Language Learning computer program this summer. I will need an update on training to incorporate the new features of the program. We are also receiving an interactive white board in our rooms over the summer, and I will need an update on that training. I plan to allow my students to use the new technology along with the internet to enhance lessons. VI-S: My students constantly use the computer and smartboard for spelling, reading, and writing. They write stories and practice their spelling words on the computer. We also use the smartboard for listening to stories and playing games when they have free time. Some of our teachers have used smartboards for their instruction for a long time so they hold trainings with us to help. We also have the Eighth Floor come and give us computer training for the smartboard. AW: In order to incorporate new literacies, we would NEED the new literacies available in the classroom first. If money were no object and we could have those things available to us, then I would definitely assign Powerpoint presentations for my students as book reports, use Smartboards for games and interaction with students, and use a Rosetta Stone program for my students with diversity. MC: I mentioned a few above. I also take my students to the computer lab to use spelling city as well as when we use the labs to do research projects. There is so much I could do in my room with a smartboard! I use what I have. I think Toni and Vanessa are pretty lucky!
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. I was not taught how to use the internet in school. I did not know about computers and technology growing up. I would consider myself computer literate and techno savvy...With this in mind, do you believe that technology is as important as it is made out to be in reading/writing instruction? TH: I was not taught "computer" skills in school either. However, I do think that computer skills are important. I think that a well-taught computer lab class is extremely beneficial to students. Our computer teacher is awesome - he has our Kindergarteners doing all kinds of powerpoints, etc. by the end of the year. Our older students do all kinds of research projects and use powerpoint, type-to-learn, video technology, photoshop, etc. (I mean that they are using them to college standards by the time they are in the 3rd grade!). The kids LOVE his class and it motivates them to do the research (which means they have to read!). Due to budget cuts - we are losing him to the regular classroom next year and a paraprofessional will be in charge of the lab - don't know how that's going to work. VI-S: I do think that technology is important to use as a tool. It is something different but shouldn't be solely depended on. MC: I was taught MSDos programming and that is LONG gone to some extent, and the internet was something that I only got to be familiar with in college. I am a secondary teacher, so I do see lots of benefits of having the technology that we do for research purposes. Our kids are now even taking CRT tests on the computer in 8th grade. I do, however, like to sometimes just sit down with the kids and keep it simple.
2. Make an argument against the use of technology in the classroom. TH: OK, this is going to be hard...I guess it would have to be that the teacher cannot monitor every computer at every moment. Our school has a blocking feature on it - but occasionally things do get through. (Example: when searching for NASA - you better make sure you put the .gov on the end and not .com - or you will have kids seeing things they really shouldn't.) VI-S: Technology doesn't always work! You can't depend on it. I also agree that monitoring what is being looked up is very difficult. MC: In addition to what Toni and Vanessa said, I think that too much technology could sometimes overstimulate kids or on the flip side make teaching less personable. Like I said above, I still like the days when I sit and read something to my kids and we just discuss how they feel about it.
3. What is the teacher's role in teaching "new literacies"? TH: I think that the world is changing so rapidly and the kids are going to NEED these skills in high school and beyond in order to secure good jobs. I think that we need to figure out ways to incorporate as much as we can into our teaching, especially at the MS/HS levels. VI-S: Change is happening. Students are texting and using the computer often. We need to help student learn how to use them to their advantage. MC: I agree. You can't deny that change is all around us. Most of my students have more high tech phones than I do, and I have a blackberry! I think that our role is to monitor and model and facilitate as well as encourage our students. I wonder how the guy that had the google.com inventor in class feels today? Just a thought!
Mandy's ?s
1. What new technology resources are you using currently in your classroom? TH: I haven't gotten to use my interactive white board technology yet - because it is being installed this summer! But, I did get to use our new sound system this year. I feel so far behind the times (but, remember I teach a pull-out program - which seems to get the technology last!) AW: I'm not, more than anything, because I am unable to use any new technologies. We don't have the financing yet.
2. The book states that new technologies are generating greater interest and motivation. Do you agree or disagree, and why? TH: I do agree with that. I think that the kids of today need almost constant interaction (because they get it with the gaming systems, cell phones, etc. they own). The new technologies seem to be more up their alley than a plain old textbook. And, you know what?, they actually have to read to be able to effectively operate those new technologies. And, kids will read what the have to read in order to be able to operate them! AW: I think there is a greater interest and motivation by students and teacher alike. We are driven by phones, computers, tvs, etc. It only makes sense that our education is going this way as well. Heck, look at this class. We are posting our "discussion" on line instead of actually having one.
3. Do you openly accept the challenge of keeping up with technology and teaching your students to use it or do you feel like it is sometimes too much and takes away from basic instruction? TH: I think that my kids who make the most progress have regular classroom teachers who invest the time it takes to teach the new technologies. They may not be able to fluently speak English, but they understand how to work the technologies. I only have my kids 30 minutes a day, and I use the technology as much as possible. AW: I feel it is too much and takes away from basic instruction. I am not convinced that it is all necessary. It's fun and exciting, but I am a little old school in thought. We'll see in the long run. I am not anti technology, but I love hands on and don't want to steer too far away from that. Again, balance is key! Don't get too far on one side of the pendulum. Technology in moderation is my motto!
Toni's ?s 1. Have you found any “difficulties” with the use of technology in your classroom or building? VI-S: Yes. That is keeps working. Many times the computers are down when it is our turn to use the computers and the students become so disappointed. AW: Of course! We only have one computer in the classroom. Our kids have a computer class for specials, but I would love to incorporate more computer time for my students, but that's not really possible right now. MC: A challenge in our building is signing up for one of our two computer labs, especially if you try to do any technology projects during spring testing (it's next to impossible for the month of April). We don't have room for student computers in our classrooms right now. We had to take them out to make room for more desks. Is there something wrong with that picture?
2. Do you view the internet as a positive tool or negative tool in classrooms? How do you use the internet in your classroom? VI-S: I think the internet can be a positive tool. My students love to get on the internet through our smartboard. We use many programs to reinforce what they are learning (whether it be spellingcity.com, or listening to a famous person read a story). AW: I think that depends on the teacher. It sounds like Vanessa is using the Internet appropriately. However, many teachers use it as a babysitter for their students, in contrast to actually teaching them. I think it can be a negative. I think hands-on is better than a digital representation. However, sometimes the Internet shows things that you can't possibly show your students. Therefore, I am really torn!! MC: I think if it is used in a positive way it can be a very positive tool. Once I took my kids on a virtual field trip to the Virtual Vietnam Wall web page because we were reading a novel about a child's dad who had served in Viet Nam. It even had an impact on me. I use teacher tube when we study the Holocaust because the video there is much less detailed than what they have access to on the internet. I use spelling city for bonus points. We do all kinds of things. I would do more if I had more access or a smart board..
*3. Because some children do not have access to technology other than at school, how can teachers accommodate these students when requiring an assignment that uses those technologies? VI-S: Give them ample time during class to have access. We have laptops that can be used in the classroom for an individual student. Also, the public library allows free access to the internet. If there is not time during the day the student should not be punished and be allowed to do something different or use a different resource. Maybe the teacher could print of material when doing a research paper. AW: You need to provide time to complete the activity in class. I like what Vanessa said about using the library. MC: I don't make any assignment involving technology homework. The only part that is usually homework is their rough draft or their pre-writing outline or brainstorming.
Vanessa's ?s
1. How do you view the use of the internet in the classroom? TH: I welcome the use of the internet in my classroom. However, I have 12 computers and an assistant to help. I have small groups of children - not 25 at a time! (The reason I have 12 in my room is because our 1/2 day ESL teacher and I shared a room last year - so I have her 6 and my 6. She is starting a program in another building next year and they are getting her new computers - so I get to keep all 12). AW: I think that's a tricky process. The Internet CAN be a good tool for learning, but you need to teach students to be critical learners. The students need to know that websites can be misleading and unreal. Again, the teacher is responsible for the implementation process. MC: As an instructor, I welcome it, but limit it. I am a huge believer in balance.
2. What are some challenges that you see about the use of technology for reading and writing instruction in the classroom? TH: Time. I think we have so much curriculum to cram into the short time we have the kids that just one more "thing" to stick in there is sometime overwhelming. If the teacher is tech savvy, that usually shines through and the kids just naturally fall into it. But, if the teacher is not tech savvy, the classroom may not be exposed to technology. AW: I like what Toni was saying about the teacher being responsible for the bulk of the knowledge. Therefore, we need read professional development on the issue. There is usually a time restraint that can cause problems too. And, there are multiple learning curves. Some kids may be further along in their understanding of new literacies, while others may be completely unfamiliar. This causes problems for the teacher, which directly relates to planning and time spent teaching something else, and this something may be unnecessary. MC: Time is my biggest enemy when using technology for research and writing projects. And, if you add my LD kids to the mix, it takes them twice as long to go through the process. We usually end up spending a whole week in the computer lab just gathering information. Those who get to it are able to type out their presentation, others just write out what they found. I don't do a complete research paper in sixth grade. We have it set up at our school to teach research in stages, and our main objective is to teach them how to gather the information and cite sources.
3. Change is happening and is difficult for some teachers.Why is change in instruction essential? How do you help those teachers who find it difficult? TH: Some teachers get very set in their ways - and teach the same old thing the same old way. Change is essential because the world is changing - and changing rapidly. We have try to keep up with those changes so our kids will graduate with the skills necessary to be productive members of society. If we don't watch out, the rest of the world will literally go off and leave us - and our kids will end up on the bottom rungs of the compensation ladder in the job world. I think that the school can and should provide instruction in new technologies as in-service opportunities. Our district is a member of the 8th Floor (if yours isn't - check it out) and we get to go to all kinds of technology trainings through them. AW: I think new ideas can be fun and exciting. When you use them with your students in the right way, you get better results. This can be enlightening for teachers reluctant to change. Invite them into your classroom to see the learning taking place and to see how your student handle new literacies and new ideas. MC: Change is important because if you don't change, the world will change around you. Like I said above, I have helped several teachers in our building incorporate powerpoints and webquests into their pre-reading strategies for our anchor novels. I'm always willing to help if I know what I'm doing!
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic?
TH: Reading instruction is being defined by change. New forms of information and technologies (Internet, text messaging, Instant messaging, etc) are generating new literacies. Traditional definitions of reading instruction are insufficient. The Internet has entered our classrooms faster than books, television, computers, the telephone, or any other technology for information and communication. The Internet will be the vehicle for a host of new technologies that will continue to enter the classroom. New literacies are changing quickly. New literacies build on previous literacies, require new forms of strategic knowledge, and involve more critical reading of information.
VI-S: Change is happening. More students are very comfortable with using newer technologies. They can be very useful in the classroom but should be used to support instead of take the place. Some teachers find change very difficult but it is essential to help keep our students prepared.
AW: New literacies, like the Internet, e-mail, Web based programs, etc., are changing the way we teach and learn. Critical literacy is being promoted as we prepare students for careers that have not been created or invented yet. It's strange to think what might be obsolete. It's important to understand where you came from and more important to know where you are going. Change will be difficult, but needs to be embraced.
MC: New technology, new methods, new and faster ways of learning and doing things is happening almost daily. Technology has made things possible in our classrooms and has opened the minds of our students in ways we only use to dream about. Reading instruction is being affected by that change, but as teachers we must learn to also be positively affected by that change. We must also keep up with the changes that are taking place.
2. Evaluate your comfort zone with 5 being really comfortable with the new literacies (technologies) which are available today.
TH: I would say that I am probably a 3 on the comfort zone. I welcome new technologies, but unless I receive training and have an opportunity to "play" with it, I don't feel comfortable allowing the students to use it.
VI-S: I would say my comfort level is pretty high (a 4?). My own children use texting, computers, etc. so I feel it is important to keep up to date with what they are using. In my district technology is rated a pretty high importance. Our students are expected to use the computer lab, we have smartboards in the classroom, and we have a traveling classroom set of apple laptops.
AW: I feel like I am a 3. Our school doesn't really have the money to embrace new technologies. In my personal life, I am a 4 or 5 easily. I don't mind learning through new technologies, but teaching them is a whole new thought that I am not as comfortable with. If our school had the means to teach with newer technologies, then I might be more inclined to feel more comfortable.
MC: Can I say 3.5? I am pretty comfortable with it in my own life, and I have brought a lot into the classroom. However, I don't have a smartboard in my own classroom (as much as I want one!) yet, but I have used the "projector set up" in the media center to show internet clips or walk kids through web quests. I have also helped several of the "old school" teachers set up a power point for one of our anchor novels. I'd love to do more with it, but as big as our district is our school is not one that has received the "complete upgrade" yet. I'm hoping that is soon to come since we just got a new principal.
3. Plan ways to incorporate new literacies into your classroom curriculum. What do you need to have to incorporate them? Where are you going for expertise?
TH: I allow my students to research topics on the internet, with some limitations. The kids know way more than I do about how to use various applications because we have an awesome computer teacher in our building. We are receiving an update to our English Language Learning computer program this summer. I will need an update on training to incorporate the new features of the program. We are also receiving an interactive white board in our rooms over the summer, and I will need an update on that training. I plan to allow my students to use the new technology along with the internet to enhance lessons.
VI-S: My students constantly use the computer and smartboard for spelling, reading, and writing. They write stories and practice their spelling words on the computer. We also use the smartboard for listening to stories and playing games when they have free time. Some of our teachers have used smartboards for their instruction for a long time so they hold trainings with us to help. We also have the Eighth Floor come and give us computer training for the smartboard.
AW: In order to incorporate new literacies, we would NEED the new literacies available in the classroom first. If money were no object and we could have those things available to us, then I would definitely assign Powerpoint presentations for my students as book reports, use Smartboards for games and interaction with students, and use a Rosetta Stone program for my students with diversity.
MC: I mentioned a few above. I also take my students to the computer lab to use spelling city as well as when we use the labs to do research projects. There is so much I could do in my room with a smartboard! I use what I have. I think Toni and Vanessa are pretty lucky!
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. I was not taught how to use the internet in school. I did not know about computers and technology growing up. I would consider myself computer literate and techno savvy...With this in mind, do you believe that technology is as important as it is made out to be in reading/writing instruction?
TH: I was not taught "computer" skills in school either. However, I do think that computer skills are important. I think that a well-taught computer lab class is extremely beneficial to students. Our computer teacher is awesome - he has our Kindergarteners doing all kinds of powerpoints, etc. by the end of the year. Our older students do all kinds of research projects and use powerpoint, type-to-learn, video technology, photoshop, etc. (I mean that they are using them to college standards by the time they are in the 3rd grade!). The kids LOVE his class and it motivates them to do the research (which means they have to read!). Due to budget cuts - we are losing him to the regular classroom next year and a paraprofessional will be in charge of the lab - don't know how that's going to work.
VI-S: I do think that technology is important to use as a tool. It is something different but shouldn't be solely depended on.
MC: I was taught MSDos programming and that is LONG gone to some extent, and the internet was something that I only got to be familiar with in college. I am a secondary teacher, so I do see lots of benefits of having the technology that we do for research purposes. Our kids are now even taking CRT tests on the computer in 8th grade. I do, however, like to sometimes just sit down with the kids and keep it simple.
2. Make an argument against the use of technology in the classroom.
TH: OK, this is going to be hard...I guess it would have to be that the teacher cannot monitor every computer at every moment. Our school has a blocking feature on it - but occasionally things do get through. (Example: when searching for NASA - you better make sure you put the .gov on the end and not .com - or you will have kids seeing things they really shouldn't.)
VI-S: Technology doesn't always work! You can't depend on it. I also agree that monitoring what is being looked up is very difficult.
MC: In addition to what Toni and Vanessa said, I think that too much technology could sometimes overstimulate kids or on the flip side make teaching less personable. Like I said above, I still like the days when I sit and read something to my kids and we just discuss how they feel about it.
3. What is the teacher's role in teaching "new literacies"?
TH: I think that the world is changing so rapidly and the kids are going to NEED these skills in high school and beyond in order to secure good jobs. I think that we need to figure out ways to incorporate as much as we can into our teaching, especially at the MS/HS levels.
VI-S: Change is happening. Students are texting and using the computer often. We need to help student learn how to use them to their advantage.
MC: I agree. You can't deny that change is all around us. Most of my students have more high tech phones than I do, and I have a blackberry! I think that our role is to monitor and model and facilitate as well as encourage our students. I wonder how the guy that had the google.com inventor in class feels today? Just a thought!
Mandy's ?s
1. What new technology resources are you using currently in your classroom?
TH: I haven't gotten to use my interactive white board technology yet - because it is being installed this summer! But, I did get to use our new sound system this year. I feel so far behind the times (but, remember I teach a pull-out program - which seems to get the technology last!)
AW: I'm not, more than anything, because I am unable to use any new technologies. We don't have the financing yet.
2. The book states that new technologies are generating greater interest and motivation. Do you agree or disagree, and why?
TH: I do agree with that. I think that the kids of today need almost constant interaction (because they get it with the gaming systems, cell phones, etc. they own). The new technologies seem to be more up their alley than a plain old textbook. And, you know what?, they actually have to read to be able to effectively operate those new technologies. And, kids will read what the have to read in order to be able to operate them!
AW: I think there is a greater interest and motivation by students and teacher alike. We are driven by phones, computers, tvs, etc. It only makes sense that our education is going this way as well. Heck, look at this class. We are posting our "discussion" on line instead of actually having one.
3. Do you openly accept the challenge of keeping up with technology and teaching your students to use it or do you feel like it is sometimes too much and takes away from basic instruction?
TH: I think that my kids who make the most progress have regular classroom teachers who invest the time it takes to teach the new technologies. They may not be able to fluently speak English, but they understand how to work the technologies. I only have my kids 30 minutes a day, and I use the technology as much as possible.
AW: I feel it is too much and takes away from basic instruction. I am not convinced that it is all necessary. It's fun and exciting, but I am a little old school in thought. We'll see in the long run. I am not anti technology, but I love hands on and don't want to steer too far away from that. Again, balance is key! Don't get too far on one side of the pendulum. Technology in moderation is my motto!
Toni's ?s
1. Have you found any “difficulties” with the use of technology in your classroom or building?
VI-S: Yes. That is keeps working. Many times the computers are down when it is our turn to use the computers and the students become so disappointed.
AW: Of course! We only have one computer in the classroom. Our kids have a computer class for specials, but I would love to incorporate more computer time for my students, but that's not really possible right now.
MC: A challenge in our building is signing up for one of our two computer labs, especially if you try to do any technology projects during spring testing (it's next to impossible for the month of April). We don't have room for student computers in our classrooms right now. We had to take them out to make room for more desks. Is there something wrong with that picture?
2. Do you view the internet as a positive tool or negative tool in classrooms? How do you use the internet in your classroom?
VI-S: I think the internet can be a positive tool. My students love to get on the internet through our smartboard. We use many programs to reinforce what they are learning (whether it be spellingcity.com, or listening to a famous person read a story).
AW: I think that depends on the teacher. It sounds like Vanessa is using the Internet appropriately. However, many teachers use it as a babysitter for their students, in contrast to actually teaching them. I think it can be a negative. I think hands-on is better than a digital representation. However, sometimes the Internet shows things that you can't possibly show your students. Therefore, I am really torn!!
MC: I think if it is used in a positive way it can be a very positive tool. Once I took my kids on a virtual field trip to the Virtual Vietnam Wall web page because we were reading a novel about a child's dad who had served in Viet Nam. It even had an impact on me. I use teacher tube when we study the Holocaust because the video there is much less detailed than what they have access to on the internet. I use spelling city for bonus points. We do all kinds of things. I would do more if I had more access or a smart board..
*3. Because some children do not have access to technology other than at school, how can teachers accommodate these students when requiring an assignment that uses those technologies?
VI-S: Give them ample time during class to have access. We have laptops that can be used in the classroom for an individual student. Also, the public library allows free access to the internet. If there is not time during the day the student should not be punished and be allowed to do something different or use a different resource. Maybe the teacher could print of material when doing a research paper.
AW: You need to provide time to complete the activity in class. I like what Vanessa said about using the library.
MC: I don't make any assignment involving technology homework. The only part that is usually homework is their rough draft or their pre-writing outline or brainstorming.
Vanessa's ?s
1. How do you view the use of the internet in the classroom?
TH: I welcome the use of the internet in my classroom. However, I have 12 computers and an assistant to help. I have small groups of children - not 25 at a time! (The reason I have 12 in my room is because our 1/2 day ESL teacher and I shared a room last year - so I have her 6 and my 6. She is starting a program in another building next year and they are getting her new computers - so I get to keep all 12).
AW: I think that's a tricky process. The Internet CAN be a good tool for learning, but you need to teach students to be critical learners. The students need to know that websites can be misleading and unreal. Again, the teacher is responsible for the implementation process.
MC: As an instructor, I welcome it, but limit it. I am a huge believer in balance.
2. What are some challenges that you see about the use of technology for reading and writing instruction in the classroom?
TH: Time. I think we have so much curriculum to cram into the short time we have the kids that just one more "thing" to stick in there is sometime overwhelming. If the teacher is tech savvy, that usually shines through and the kids just naturally fall into it. But, if the teacher is not tech savvy, the classroom may not be exposed to technology.
AW: I like what Toni was saying about the teacher being responsible for the bulk of the knowledge. Therefore, we need read professional development on the issue. There is usually a time restraint that can cause problems too. And, there are multiple learning curves. Some kids may be further along in their understanding of new literacies, while others may be completely unfamiliar. This causes problems for the teacher, which directly relates to planning and time spent teaching something else, and this something may be unnecessary.
MC: Time is my biggest enemy when using technology for research and writing projects. And, if you add my LD kids to the mix, it takes them twice as long to go through the process. We usually end up spending a whole week in the computer lab just gathering information. Those who get to it are able to type out their presentation, others just write out what they found. I don't do a complete research paper in sixth grade. We have it set up at our school to teach research in stages, and our main objective is to teach them how to gather the information and cite sources.
3. Change is happening and is difficult for some teachers.Why is change in instruction essential? How do you help those teachers who find it difficult?
TH: Some teachers get very set in their ways - and teach the same old thing the same old way. Change is essential because the world is changing - and changing rapidly. We have try to keep up with those changes so our kids will graduate with the skills necessary to be productive members of society. If we don't watch out, the rest of the world will literally go off and leave us - and our kids will end up on the bottom rungs of the compensation ladder in the job world. I think that the school can and should provide instruction in new technologies as in-service opportunities. Our district is a member of the 8th Floor (if yours isn't - check it out) and we get to go to all kinds of technology trainings through them.
AW: I think new ideas can be fun and exciting. When you use them with your students in the right way, you get better results. This can be enlightening for teachers reluctant to change. Invite them into your classroom to see the learning taking place and to see how your student handle new literacies and new ideas.
MC: Change is important because if you don't change, the world will change around you. Like I said above, I have helped several teachers in our building incorporate powerpoints and webquests into their pre-reading strategies for our anchor novels. I'm always willing to help if I know what I'm doing!